General English Course for BA Students
FECHA EN LA QUE SE
ELABORÓ LA DESCRIPCIÓN DEL CURSO: 14 de febrero de 2018.
HORARIO: Virtual learning
HORAS TOTALES: 4 Teóricas: 1 Prácticas: 4
INSTRUCTOR DEL CURSO: Prof. Dimas Eduardo Fuentes,
Magister en Lingüística Aplicada con Especialidad en Fonética y Fonología.
Facultad de Humanidades; Departamento de Inglés, Escuela de Inglés. Universidad
de Panamá.
INFORMACION DE CONTACTO: contact_28@hotmail.com;
________________________________________________________________________________
BIENVENIDA
Buenos días estimados participantes,
Es para mí un placer darte una
cordial bienvenida a este su curso denominado INTENSIVE GENERAL ENGLISH COURSE
FOR BA STUDENTS, bajo la modalidad semi-presencial a distancia. Quiero
felicitarte por haber registrado en este curso, ya que como podrás comprobar al
terminar el mismo, te será de mucha utilidad, ya sea al momento de incorporarte
a tu campo laboral, como al interactuar y comunicarte de forma verbal y escrita
en inglés con otras personas en tus actividades cotidianas. Te invito a que
veas el contenido, las actividades y revises la programación de actividades y exámenes.
Saludos,
Sr. Dimas Fuentes
Profesor de Inglés.
COURSE SYLLABUS/OUTLINE
COURSE SYLLABUS/OUTLINE
Under the request of dictating a basic English course
for a pre-graduate adult language learner, who must meet with the
graduation requirements as an option to the certification examination, I have
prepared an intensive holistic program intended for false beginners to
elementary students to be given in a period of 40 hours. The course will be
held in Chepo Community College every Tuesday. The following is a brief outline
of the course syllabus.
A.
Language skills (doing):
Receptive:
a. Listening
b. Reading
Productive:
a. Speaking
b. writing
B.
Language Systems (knowing):
1. Semantics and Pragmatics (meaning and meaning in
context: manner, place and time)
a. How to use a bilingual dictionary
b. Meaning of the abbreviations next to the entries
c. Phraseology
2. (morphology)
a. Affixes (un-; dis-)
b. Suffixes (-cal; -tion)
3. Syntax (grammar; form)
a. Personal pronouns, possessive pronouns, possessive
adjectives (his, her, its, their, our), object pronouns (me, you, him, her, us,
them).
b. I am hungry (simple present), she is. She is afraid of
the dog.
c. Present progressive (plans vs. intentions), verb be
auxiliary.
d. Simple past (verb be, regular verbs *-ed inflection*,
irregular verbs, time expressions *positioning*, -ed inflection pronunciation.
e. Present perfect, adverbs of manner and time
f. Simple future, time expressions, will vs. going to
g. Modals auxiliary
h. Conditionals I & II
i.
Comparative
and superlative degree.
j.
Conjunctions:
for, and, nor, but, or, yet
k. Because of, so, so that, however, although, though.
l.
Wh-question
words
m. That as a clause
n. Prepositions
4. Phonology & phonetics (pronunciation)
a. Vowels
b. Diphthongs
c. Consonants – tongue twister to improve the
pronunciation
d. Consonant clusters
e. Syllables
f. Stress
g. Intonation
5. Discourse (use)
a. Exclamations
b. commands
c. Useful expressions
d. Idioms
e. Slangs
f. sayings
C.
Language abilities
1. Spelling – dictation (how to write words within a
sentence properly)
2. Lexical items
a. Romance
b. Health (part of the body, illness and diseases. Verb
hurt)
c. Places and Directions (Public buildings and businesses
linked to prepositions and there is; there are)
d. Color
e. Occupations (linked to famous people from the past,
recycling from vocabulary used in the first lesson)
f. fruits
g. Weather (It’s hot in here…; how’s the weather today in
Bocas del Toro? Rainy, sunny, windy, partly cloudy; what’s the temperature? )
h. dates, time and money (numbers: cardinal and ordinal)
i.
animals
(pets)
j.
Emergencies
(linked to part of the body: call an ambulance; a heart attack; he’s choking.)
Rationale: Adults can
keep focused on a task for longer spams of time when compared with adolescents
or children. A need analysis is required to identify individual differences and
learning styles. Research has shown that most adults are visual learners. But
it does not mean there might not be other learning styles represented in a
highly heterogeneous class like this.
Methodology:
ü Silent way
ü Audiolingual Method
ü Functional Approach
ü Natural Approach
ü Communicative language teaching (CLT)
ü Task-Based Learning (TBL)
ü Total-Physical Response (TPR)
Nunan’s suggestion is to have the students figure it
out the meaning; make sense out of it. Noticing is a key concept within this
technique which demands a lot from students as they have to think logically
from the general to a specific reasoning.
Materials:
Dictation
Dictionaries
Drama
Drills
Flashcards
The internet
Intuition
Songs and music
The learner’s first language
Timelines
Videos and DVD
Word games
Multimedia projector
Computer
White board
Markers
References:
Badalamenti, V. and Stanchina, C.H. (2007). Grammar
Dimensions, Form, meaning and use, 4th edition. Thomson Heile.
Celce-Murcia, M. and Freeman, D. (1999). The
grammar book. Heinle and Heinle Publishers.
Dooley, J. & Evans, V. (2008). Blockbuster,
Student book 1b. Express Publishing.
Global English Academy, Oceano Beginners.
Gruttenden,
A. (2001). Gimson’s Pronunciation of English. The English vowels and
diphthongs. P.
104-136. Arnold, London. UK
Ingles Fácil, 3ra edición revisada, 1989. Editorial
América S.A.
Lee, L. et. al. (2005). All Star 1. McGraw Hill,
NY.
Lee, L. et. al.(2005). All Star 2. Mc Graw Hill.
NY.
Murray, Elena P. (1992). Business English vocabulary and
spelling. Second Edition. McGraw Hill. Mexico.
Oxford Mini Dictionary (2005). Oxford University Press. UK
Richards
Jack C. (2013). Interchange Intro Workbook, 4th Edition. Cambridge University
Press. NY.
Saslow, J. & Asher, A. (2011). Top-Notch
1. Second Edition. Person Longman. NY.
Saslow, J. & Asher, A. (2011). Top-Notch
2. Second Edition. Person Education. NY.
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